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MASSACHUSETTS 



Institute of Technology, 



BOSTON. 



OPPORTUNITIES FOR TEACHERS, 







BOSTON : 

W. J. SCIIOFIELD, PkINTKK, 105 SUMMEU St. 

1895. 



/\ 







OPPORTUNITIES FOR TEACHERS. 



In view of the increasing interest in the improvement of secondary 
education and the introduction of the elements of physical and nat- 
ural science into the secondary schools, it is the wish of the Faculty 
of the Massachusetts Institute of Technology to extend as far as possi- 
ble to those actually engaged in teaching the advantages which the 
central location of the Institute, its highly organized laboratories, 
and its large corps of instructors offer to persons living in or near 
Boston. 

It has not been thought expedient for this purpose, however, to 
offer to teachers disconnected courses of lectures without other re- 
quirements than attendance. In order to acquire the spirit of mod- 
ern scientific work, as well as its methods and subject-matter, much 
more is necessary. The teacher, like any other student, must under- 
take a well-defined and carefully-prescribed course. He should begin 
at the beginning, and so far as he goes should do thorough, accurate, 
connected work. He should attend regularly, study systematically, 
and from time to time submit his attainments to the test of examina- 
tion. 

The marked success of those teachers who have followed the 
courses prescribed for the regular students of the Institute has in- 
duced the Faculty to consider what special opportunities may reason- 
ably be extended to teachers who are unable to undertake the full 
courses required for a degree. 

Two classes of teachers have been kept especially in view in the 
preparation of this circular. These are : — 

First : Those who can obtain a definite leave of absence for one year. 
The work of the Institute is so arranged that a person of mature 
mind and good previous training may in that time cover a considera- 
ble portion of the elementary scientific work in any one of several 
departments. The departments in which one-year courses may thus 
be taken with the best results are those of chemistry, physics, geol- 
ogy, and biology. Such a course may be complete as far as it goes, 



and if well planned may become directly available for teaching pur- 
poses. Even for those who can obtain leave of absence from their 
posts for only a half-year it will be seen from what follows that cer- 
tain very valuable courses may be successfully pursued in some de- 
partments of the Institute. 

Second: Those wJio, while unahle to obtain leave of absence^ are free 
for the tvhole or a portion of their afternoons, and have also at com- 
mand the whole of Saturday morning. Not a few teachers have 
found it possible to accomplish much in the Institute laboratories 
during these brief periods. The officers of the departments of phys- 
ical and natural science will gladly make arrangements to meet, so 
far as possible, the convenience of teachers of this class. 

In addition to the special courses hereinafter offered there will 
ordinarily be a course of lectures, in the second term of the school 
year, upon the teaching of the elements of science, in which many of 
the professors and instructors of the Institute will take part. 

For the year 1894:-'95 this course was given on Saturdays, during 
the second half-year, from 12 to 1 o'clock, and was as follows : — 

.1. On Certain General Aspects of Teaching and the Teaching Pro- 
fession. Professor W. T. Sedgwick. 

2. On the Teaching of the Elements of Science. Ellen H. Rich- 
ards, Instructor in Chemistry. 

3. 071 the Teaching of Chemistry. Professor Thomas M. Drown. 

4. On the Teaching of Beginners in a Chemical Laboratory. 
Assistant-Professor F. L. Bardwell. 

5. On the Teaching of Beginners in Physics. George V. Wen- 
dell, Instructor in Physics. 

6. On the Teaching of Physical Geography. Professor William 
H. Niles. 

7. On the Teaching of Mathematics. Professor H. W. Tyler. 

8. On the Teaching of Physiology. Dr. Theodore Hough. 

9. On the Teaching of Zoology. Dr. R. P. Bigelow. 

10. On the Teaching of Botany. Professor W. T. Sedgwick. 

11. An address on Epochs in the History of Teaching . James P. 
Munroe, Esq., S.B. 



REQUIREMENTS FOR ADMISSION. 

Teachers have always been admitted to the Institute without exam- 
ination. It is not proposed to make any change in this particular ; but 
teachers are advised to consult the catalogue of the Institute, under 
the titles, " Requirements for Admission " and " Special Students." 
Women are admitted upon the same terms and requirements as men. 
For information regarding tuition fees inquiries should be addressed 
to the Secretary, stating the course or courses which the applicant 
desires to take. ' 

As examples of what may be done by teachers as special students 
at the Institute, the following statements may be made concerning 
the departments of physics, chemistry, biology, and geology, showing 
more precisely what teachers may obtain at the Institute according to 
the time at their disposal. 

PHYSICS. 

Teachers who can spend a whole year at the Institute are advised 
to pursue the following studies in the department of physics. They 
are expected to be familiar with algebra, geometry, and plane trigo- 
nometry. For the more advanced work, further mathematical study 
may be desirable. 

1. General Physics. Lectures (second-year class), three hours 
per week throughout the year, with two additional hours per week 
devoted to recitations. This course covers the subjects of mechanics 
of solids, liquids and gases, electricity and light. 

2. Acoustics and Electricity . Lectures (second-year class), 
two hours per week throughout the year. The subject of acoustics 
occupies the first term, electricity the second term. The latter 
course is a continuation of the instruction in electricity given in 
Course 1, and is devoted to a more specific discussion of certain por- 
tions of the subject. 

3. Heat. Lectures (third-year class), two hours per week during 
the first half of the first term. For undergraduate students these 
lectures follow the preceding courses, but a person of mature years 
and of good training need have no difficulty in taking all simultane- 
ously. 

The three foregoing courses of lectures are designed to give a 
knowledge of the fundamental principles of physics. They are fully 
illustrated by experiments ; and besides the facts and theories of this 



6 



branch of science, the teacher may gain from them incidentally much 
valuable knowledge as to the use of apparatus for demonstration in 
the class room. 

4. Physical Laboratory, four to twelve hours per week. In 
these exercises the student works by himself under the guidance of an 
instructor, proceeding more or less rapidly, as he desires. A greater 
number of hours than is suggested may be given to the subject. 

The exercises in the physical laboratory are intended to instruct 
the student in all branches of physical measurement, to train him in 
habits of accuracy, and to impart skill in the manipulation of appara- 
tus. The work is wholly quantitative in its character, and the experi- 
ments given are progressively more difficult as the student proceeds. 
They cover the subjects of general physical measurements, light, 
heat, and electricity. 

Special courses in heat measurement and electrical testing can be 
pursued by those who are competent to undertake more advanced 
work. 

In connection with the lecture and laboratory courses the student 
will find it highly desirable to read various special treatises and sci- 
entific papers upon the different branches of physics pursued. He 
will have full access to the physical library, which is of unusual excel- 
lence, and will also be guided in his choice of reading by the instruct- 
ors of the department. 

Those who are sufficiently advanced in their knowledge of physics 
and mathematics on entering may add to the preceding subjects any 
of the more purely professional studies given to the undergraduate 
students in physics and electrical engineering, as, for example, the 
lectures on theoretical and mathematical electricity and those on the 
technical applications of electricity. 

The student may very profitably combine with the courses of exer- 
cises in physics lecture and laboratory instruction in general chemis- 
try (first year class) seven hours per week throughout the year. He 
will also find it advantageous in his future work to include the ana- 
lytic geometry and differential calculus of the second year, three hours 
per week throughout the year. 

Teachers who are able to spend one half-year or less are advised 
to take : — 

1. Such lectures on mechanics, light, acoustics, and electricity as 
are in progress during the time of their attendance, — three to five 
hours per week. 



2. Physical laboratory exercises. Except on Saturday the labora- 
tory will be open to students of the class under consideration contin- 
uously from 9 A. M. until 4.30 p. m. ; on Saturday it will be open 
from 9 A. M. until 12 m. Within these limits as many hours may be 
spent in this work as the student desires. It is doubtful, however, 
whether more than four hours per day can profitably be spent in 
actual experimentation. 

A certain amount of instruction in general chemistry or in mathe- 
matics may, of course, be added to the purely physical work sug- 
gested above. 

Teachers able to give only their afternoons can spend two and one- 
half hours of each afternoon, or of such afternoons as they choose to 
select (Saturday afternoon excepted), in the physical laboratory. 
Those who wish to attend only on Saturday morning can spend three 
hours in the same manner. Such a course of laboratory work, even 
if occupying only three hours per week during one year, may never- 
theless prove of great advantage to the teacher in the active pursuit 
of his profession. In the past many teachers have taken such a 
course with profit. 

It is not necessary that the student should follow the specific 
courses suggested in the preceding pages. These are stated as show- 
ing what may be done, rather than what must be done. The variety 
of instruction and the extent of the laboratories allow great latitude 
in the planning of a course which shall meet the individual needs of 
any teacher. 

The equipment of the Rogers Laboratory of Physics in apparatus 
for laboratory instruction and lecture room demonstration is a highly 
exceptional one ; and the same advantages will be offered to those 
pursuing the special courses referred to in this circular as to reguhir 
students. 

CHEMISTRY. 

The following courses in chemistry may be taken by teachers who 
can devote an entire academic year to study at the Institute : 

1. G-eneral Chemistry. This course includes two lectures 
and one recitation a week, and practice in the laboratory of general 
chemistry. The lectures, with full experimental illustration, give 
the fundamental principles of chemical science and a description of 
the properties of the most important elements and their combina- 
tions. The laboratory exercises comprise a long series of experi- 
ments, classified under the different elements, designed not only to 



8 



give the students familiarity with the more important chemical reac- 
tions, but also to train them in accurate habits of observation, and to 
give the skill necessary for the successful handling of chemical appa- 
ratus. 

The course in general chemistry extends over an entire year, and 
is a necessary preparation for all other courses in chemistry. Mature 
persons with formed habits of study are permitted, however, to pur- 
sue other courses after one term (fifteen weeks) of general chemistry, 
at the same time that they are completing this course. 

Special Course for Teachers. Beginning with the fall term 
of 1895 there will be a special course in general chemistry for teachers 
only, on Saturday mornings. This course, which will continue through 
the Institute year, will consist of thirty lectures of one hour each, and 
thirty laboratory exercises of two hours each. The lecture will be 
held at 10 o'clock and the laboratory practice from 11 to 1 o'clock. 
This course will be conducted by Assistant Professor Bardwell, and 
will be adapted to the needs of those who wish to teach chemistry. 

2. Qualitative Analysis may be begun in the second term. 
It is taught by systematic class-room exercises and by laboratory 
practice. The amount and variety of the work will depend mainly 
on the time which the student can spend in the laboratory. The 
course begins with the analysis of simple chemical compounds, and 
gradually progresses to the analysis of substances of considerable 
complexity, such as natural minerals and industrial products of vari- 
ous kinds. 

3. Quantitative Analysis may be carried on at the same 
time as qualitative analysis. There is no necessary sequence in these 
two kinds of analysis ; and it is only a matter of convenience in 
teaching that provides usually for the completion of the course in 
qualitative analysis before quantitative is begun. The methods of 
quantitative analysis require a considerable amount of time in order 
to insure accuracy, and consequently the ground covered in one term 
cannot be large. But the principles of gravimetric and volumetric 
analysis can be taught in one term with a fair amoupt of laboratory 
practice in the quantitative analysis of simple substances. 

4. Theoretical Chemistry. A certain amount of instruc- 
tion in the laws of chemical action is necessarily given in connection 
with the lectures on general chemistry. But in addition to this there 
is a course of thirty lectures and recitations in theoretical chemistry, 
which treats of modern chemical theory with great thoroughness. 
This course should be taken by all who intend to teach chemistry. 



9 



5. Organic Chemistry. There is a short course of fifteen 
lectures on the elements of organic chemistry, which can be advan- 
tageously taken by teachers whose limited time or imperfect prepara- 
tion precludes their taking the more extended course on this subject. 

These five courses in chemistry — namely, general chemistry, with 
laboratory practice, theoretical chemistry, and short courses in 
organic chemistry, and in qualitative and quantitative analysis — can 
all be taken advantageously in one year by teachers who have no 
previous knowledge of chemistry. For those who have already gone 
over some of this ground the year's work can be so arranged as to 
give more time to those subjects which have not been previously 
studied. Thus the amount of work in quantitative and qualitative 
analysis may be much increased in case one is thoroughly familiar 
with laboratory practice in general chemistry. 

In cases where a whole year cannot be given to study at the Insti- 
tute, the selection of courses in chemistry will depend on the amount 
of previous preparation. For instance, the study of qualitative anal- 
ysis could not be begun without a fair knowledge of general chemis- 
try and of the use of apparatus. The first term of the Institute 
year — October to January — can always be profitably employed by 
beginners in the study of general chemistry with its accompanying 
laboratory practice. Those who have no knowledge of chemistry 
will not find it profitable to begin their studies in the second term. 

For those who can spend only one day in the week at the Insti- 
tute the work must be limited to laboratory practice in those subjects 
for which the student has the necessary previous knowledge. In any 
case, whether a teacher desires to devote one day a week or an entire 
year to the study, the intelligent planning of a course which will 
give the most profitable and satisfactory results can best be done with 
the assistance and advice of the head of the department. 

It will also be found generally profitable, by those taking chemical 
studies, to add, if time permits, courses hi allied subjects, such as 
physics, mineralogy, microscopy, etc. 

Teachers who are more or less proficient in general chemistry and 
in qualitative and quantitative analysis, and are prepared to profit by 
advanced instruction, may take the courses in sanitary chemistry, — 
the analysis of water and air, and of food products, such as butter 
and milk ; industrial chemistry, a course of sixty lectures accompa- 
nied by laboratory practice in the manufacture of chemicals on a 
large scale from crude products ; assaying of ores of the precious 
metals ; gas analysis ; the optical analysis of sugar ; textile coloring ; 



10 



advanced theoretical (physical) chemistry ; organic chemistry and 
organic analysis. By those who are fitted for the work, original 
investigations may be conducted in any department of chemistry. 

BIOLOGY. 

In biology, including zoology, botany, physiology, comparative 
anatomy, embryology, and bacteriology, the following courses may 
be taken by teachers : — 

A. By those who can spend an entire year at the Institute — 

1. General Biology. This course is intended as an introduc- 
tion to the whole range of plant and animal life. It bears to the bio- 
logical sciences much the same relation as general chemistry and 
general physics bear to the chemical and physical sciences. 

As now arranged, the course in general biology comes in the first 
term, and consists of one recitation or lecture and three hours of 
laboratory work each week for the fifteen weeks of the term. It is 
not merely a course for beginners, though many beginners take it ; it 
is useful also for those who desire a broad training in the fundamen- 
tal facts and principles of biology or any natural science — with prac- 
tice in laboratory methods. During the course a representative 
plant and a representative animal are thoroughly and minutely ex- 
amined, while the essential chemical and physical basis of living 
things is constantly dwelt upon. Microscopes are furnished, and care- 
ful drawings are required. Abundant material is provided without 
extra cost, and the elementary technique of microscopy and dissec- 
tion is readily acquired. The biological laboratory is always open, 
and every facility is granted to those who are fitted to avail them- 
selves of extra laboratory work. 

2. General Zoology. Following the course in general biology 
is a second-term course in general zoology. In this a rapid survey 
is made of the whole animal kingdom in fifteen two-hour exer- 
cises, accompanied by demonstrations and the actual handling of 
specimens. A peculiarly rich collection of charts assists the student 
in gaining a general view of animal life, the outlines of classification^ 
and the principal facts of anatomy and of distribution. Here, also, 
teachers already familiar with the subject may pursue special work, 
with ample opportunities for making dissections and drawings under 
advice and direction. 

3. General Botany. Parallel with the course in general 
zoology is a brief course, in the second term, in general botany. 



11 



This consists of fifteen exercises, or one hour a week, devoted to a 
survey of all plants, from the lowest to the highest. The course in- 
cludes a brief consideration of the structure and classification of the 
plant world, and ends with a few lessons in systematic botany and 
plant analysis. Abundant opportunity is provided for those who can 
give extra time to their work. 

4. Comparative Anatomy is begun in the fall term, and is 
intended chiefly as a preparation for physiology. It includes two 
hours of recitations or lectures, and six hours of dissection and draw- 
ing weekly, and extends throughout the whole first term and one- 
half of the second term, after which time it gives place to embry- 
ology. 

The course begins with the study of the protozoa, to which consid- 
erable time is given, passes on to the sponges, polyps, echinoderms, 
worms, Crustacea, insects, fishes, amphibians, etc., and ends with the 
anatomy of mammals. The situation of Boston upon the coast is 
especially favorable for work in the comparative anatomy of inver- 
tebrates. 

5. Cryptogamic Botany is taught in the second term by a 
series of lectures and practical laboratory exercises. The course 
requires attendance upon one recitation or lecture, and three hours of 
laboratory work each week for the second half-year ; and affords, so 
great is the range of forms accessible for study, a considerable 
amount of extra work for those who desire it. The diatoms, algae, 
fungi ; the fission plants, moulds, lichens, mushrooms, puff-balls, sea- 
weeds, yeasts, and bacteria ; liverworts, mosses, ferns, and the higher 
flowerless plants, are studied and actually handled in the laboratory. 

6. Embryology. As the key to the interpretation of many 
adult structures and functions, embryology is almost indispensable ; 
and for those unfamiliar with it the course in the embrj^ology of the 
chick, given in the last half of the year, is especially recommended. 
The development of the complex vertebrate body from a microscopic 
and comparatively formless mass is traced step by step in the hen's 
egg, and followed by sections and microscopic preparations. It is 
not too much to say that no one is fitted to teach anatomy or physi- 
ology who has not acquired at least the elements of embryology 
through tracing out the whole development of some animal. 

7. Anthropology. The course in this subject consists of 
fifteen one-hour exercises (lectures or readings) upon the relation of 
man to the lower animals ; the evidences of the antiquity of man ; 
prehistoric man ; primitive tribes ; and the races of mankind. The 
lectures are given^in the fall term. 



12 



8. Animal Physiology. Id this important subject, now 
required by law to be taught in the schools of most of the States, 
there are two distinct courses. 

(a) An advanced course covering an entire year, and requiring as 
the necessary preparation a good knowledge of comparative anatomy 
and embryology ; and 

(h) A course covering a half-year, with less severe requirements. 

The latter comes in the fall term, and may be taken with advan- 
tage by many teachers. It consists of fifteen two-hour exercises, 
and includes demonstrations, dissections, and conferences. The for- 
mer extends over the whole year, and requires at least six hours a 
week. It covers the whole field of physiology, with constant work 
in experimental physiology and chemical physiology. The physi- 
ology of blood, muscle, and nerve, of the vascular mechanism, and 
of the tissues of chemical action, occupies the first term, the remain- 
ing portions of the subject being considered in the second. For work 
in this subject the laboratory is well equipped with special apparatus. 

Those who take this course should pursue at the same time — 

9. Microscopic Anatomy (Histology). This also extends 
throughout the year, requiring a very large amount of laboratory 
work in section-cutting, staining, and drawing. In it the minute 
anatomy of the principal tissues, nerve, muscle, epithelium, connec- 
tive tissue, and of the principal organs, is worked out. 

10. Bacteriology. In this subject an advanced course is 
given, chiefly to those who desire to become specialists. For educa- 
tional purposes, however, the advantages of the study of bacteriology 
are also very great. The course comes in the fall term and requires 
four hours a week, three of which are given to laboratory work. 

11. Theoretical Biology. This consists of thirty lectures 
and conferences, one a week throughout the year, in which such 
subjects as heredity, variation, natural selection, Darwinism, etc., are 
discussed and criticised. It is believed that for teachers who are 
already prepared for it this course may be of great service. 

12. History of the Inductive Sciences. Few teachers are 
familiar with the history of the subjects which they teach. Even 
the names of the founders of chemistry, physics, zoology, botany, 
anatomy, physiology, etc., are unknown to many who are familiar 
with the results of their labors. For such pei-sons this course, con- 
sisting of fifteen lectures (with collateral reading) upon the history of 
the inductive sciences, may be made very helpful. It is given in the 
fall term, one hour a week. 



13 



13. Microscopy. For beginners in work with the microscope 
this course serves as an introduction. It comes in the spring term, 
and consists of fifteen two-hour exercises of practical hiboratory work 
with the microscope, of which the construction, theory, and operation, 
and the more common applications, are fully explained. 

B. For those who cannot give an entire year to work in the Insti- 
tute, but only one half-year or even less, much may still be done. 
Afternoons, such as teachers in high schools have free, and Saturday 
mornings, may be made to yield excellent results. 

The officers of the biological department will always be glad to 
give special advice in particular cases. As a rule, teachers will find 
it to their advantage, if time allows, to combine with their biological 
work courses in chemistry, physics, mineralogy, geology, mathemat- 
ics, history or philosophy, such as those described in this circular or 
laid down in the Catalogue or Programme of the Institute. 



PHYSICAL GEOGRAPHY, MINERALOGY, AND 
GEOLOGY. 

The Institute affords the following opportunities for teachers who 
desire to study these branches : — 

Physical Geography. The study is introduced by a course 
of three lectures each week, accompanied by assignments of lessons 
with frequent recitations. The treatment of the subject is scientific, 
and only incidentally descriptive. The modifications of surface pro- 
duced by geological agencies, also the industrial and political rela- 
tions of physical features and events, receive special attention. The 
numerous photographic illustrations have been selected with care, 
and are used for the purpose of giving better conceptions of the unfa- 
miliar features of the earth's surface than can be otherwise acquired 
in the class room. 

Those who are qualified may take advanced courses in physio- 
graphic geology, in hydrography, and in climatology, in which there 
is a systematic use of the publications of different investigators, and 
their teachings are discussed by both students and instructor. 

These courses are well adapted to the needs of tiiose who teach 
physical geography or pliysiography. 

Mineralogy and Blowpipe Analysis. During this term 
students have an opportunity for the study of tliese subjects with 



14 



practice occupying six hours per week. In descriptive mineralogy 
the student is constantly using specimens which he is taught to iden- 
tify hy their crystallization and physical properties as well as by 
blowpipe and chemical tests. The arrangement of the laboratories 
and the method of instruction make this course a thoroughly practi- 
cal one, in which students acquire considerable familiarity with speci- 
mens. There is also an advanced course. 

Structural and Chemical Geology. A course of three 
lectures is given each week. The principal structural features of 
large masses of rock are taught as concretely as circumstances will 
allow, and specimens are freely used in the class room. A series of 
lessons in the field is given in connection with this course. In the 
systematic study of rocks a large amount of observation and of lab- 
oratory work is done. Each student has a tray containing typical 
specimens of each group to be studied, and the lessons consist largely 
in the examination, testing, and description of the specimens them" 
selves. In chemical geology the formation, alteration, and decay of 
rocks, the origin of vein-stones, ore deposits, etc., are taught in a 
similar manner. The course includes a discussion of the early chem- 
ical history of the earth. 

Historical Geology. The physical history of the earth and 
its inhabitants occupies three hours a week, with lectures and recita- 
tions. It is the constant aim to make the course contribute to the 
knowledge of the features, resources, and life of the earth as it now 
exists. The course is well illustrated. 

There is also a course in the construction of geological maps and 
sections, which is begun in the field and completed in the laboratory. 

Palaeontology. There is a class in structural palaeontology in 
the geological laboratory, which occupies two hours a week through- 
out the year. Each student has a tray of selected specimens, which 
are systematically arranged but without labels, and the structural 
features of the different families of fossil organisms are learned from 
the objects themselves, under the constant direction of the instructor. 
The course is so conducted that the students acquire experience in 
the methodical study of fossils, as well as some familiarity with 
them. 

Those who may be qualified can continue the study of the valuable 
collections by the determination of species, their association in faunas, 
and their geological succession. 

Students who are properly qualified may continue their work in 
economic geology and micro-lithology, and a course in ore deposits is 



15 



also given. If sufficiently prepared, teachers may enter a course with 
fourth-year students in the Institute for the purpose of reading se- 
lected geological memoirs and discussing the subjects there presented, 
under the direction of the professor in charge. 

The geological library and laboratory are so arranged that special 
work may be assigned, and opportunities afforded for pursuing lines 
of study which shall meet individual requirements. 

Structural, chemical, and physiographic geology, also ore deposits 
and climatology, are given during the first term of the year. Phys- 
ical geography, historical and economic geology, mineralogy, and geo- 
logical sections are given the second term, while palaeontology and 
micro-lithology are continued through both terms. 

LITERATURE, HISTORY, AND POLITICAL 
SCIENCE. 

In addition to the courses offered by the departments of physics, 
chemistry, biology, and geology, the professors in the General Course 
of the Institute are prepared to give special facilities for stud}^ in lit- 
erature, history, and political science to teachers who can devote a 
year, or even less time, to work at the Institute. The following are 
some of the courses offered : — 

ENGLISH. 

FIRST HALF-YEAR. 

1. English Literature : "Beowulf "to Shakespeare. 

2. English Literature in the 18th Century. 

3. Contemporary English and American Literature. 

SECOND HALF-YEAR. 

4. English Literature in the Age of Elizabeth. 

5. English Literature in the 19th Century. 

6. English Composition (Advanced Course). 

HISTORY. 

For teachers who can attend throughout one year the following 
courses are recommended : — 

1. The Political History of England and the United 
States. First term, three hours weekly ; second term, two hours 
weekly. Primarily, a history of the development of political parties 
in both countries, emphasizing the continuity of political life and 
thought in this country with the life and thought of England. 



16 



2. The History and Literature of the Renaissance 
and Reformation. Two hours weekl}- for one year. A study of 
church and state in mediaeval Europe, with a concurrent view of lit- 
erature and the arts from Dante to Lessing. 

3. Comparative Politics. Three hours weekly for one year. 
A comparative study of political systems and philosophies, and of 
modern constitutions. 

4. History of the 17th Century. Topical reading courses 
under direction, continuing Course 2. 

5. History of the Era of the French Revolution, 
continuing Course 4. 

6. Local United States History. A reading and thesis 
course, under direction. 

7. Social Science and History. Second term only ; two hours 
weekly. A study of institutional beginnings involving the history of 
origins of family, church, and state. 

8. International Law. First term only ; two hours weekly. 
A study of modern diplomatic historj^ based primarily upon the his- 
tory of the foreign relations of the United States. 

Teachers who can be present only during afternoons or on Satur- 
day mornings may take Courses 4, 5, and 6 to advantage. They 
may also profit by the reference and thesis work of any of the other 
classes. Work in Course 7 is greatly facilitated by previous familiar- 
ity with the work in anthropology as given by the department of 
biology. 

Every historical class in the Institute has its own selected refer- 
ence library. The reading room is near the lecture rooms of the de- 
partment, and both periodicals and books can be used by the student 
without restriction or delay. The students have the advantage of 
carefully prepared syllabuses of readings and lectures. 

ECONOMICS AND STATISTICS. 

The courses in economics and statistics maybe of value to teachers 
from two points of view : (1) for the method employed in the present- 
ation of these subjects ; and (2) for the information acquired. 

In the instruction in economics special stress is laid upon the desir- 
ability of introducing the student at an early stage to independent 
and even original work ; and experience has satisfactorily shown that 
the collection, tabulation, and presentation of statistical data relating 
to the various economic studies form a useful agency for holding the 



17 



student to individual inquiry, and that they also offer an effective 
method of testing the qualities of accuracy, discrimination, and hon- 
esty on the part of the investigator. 

The courses in economics mentioned in the catalogue cannot be taken 
except by teachers able to devote forenoons, either for the year or 
for one term. It is believed, however, that teachers who wish to 
review or enlarge their methods of instruction will find one or more 
of the courses in statistics of practical assistance, and that these will 
prove suggestive in many directions not outlined in the preceding 
statement. As instruction in these subjects is very largely of a per- 
sonal character, arrangements can generally be made to suit the time 
and needs of the applicant. 

There are three courses in statistics : — 

1. Chart and Map-Making, which is given by the depart- 
ment of drawing, in the second term. Instruction is given in techni- 
cal execution, tinting, preparing drawing paper, cross-hatching, use of 
the pantograph, making of historical maps, etc. This course may 
be taken afternoons, and may be made very elastic, to suit the indi- 
vidual needs of the students applying. 

2. American Statistics. This course is given in the first 
term, and is treated as a method of education rather than as an end 
in itself. The student is shown how to use public documents, dis- 
cover social facts for himself, and prove or disprove statistical state- 
ments. The use of census documents, finance, educational, prison, 
and charity reports, etc., is included. This course, also, may be 
taken in the afternoons, and may be adjusted in point of time to in- 
dividual needs. 

3. Statistics of Sociology. This includes a considerable 
amount of descriptive matter in regard to the movement of the popu- 
lation and its sociological characteristics. The student is introduced 
to a more detailed discussion of criminal, moral, and vital statistics, 
and much stress is laid upon independent research. There is a large 
amount of sociological material in town and city reports which is 
capable of personal treatment by students of the high-school grade, 
if intellig^ent direction is given to their efforts. Work of this char- 
acteris of great advantage in encouraging students to habits of inves- 
tigation. This course is given in the first term, and, if due notice be 
given, may be taken up in one or more afternoons and on Saturday 
mornings. 

The library and reading room of the department of economics is 
well equipped, and is always accessible to students. 



18 



SHOPWORK. 

The following courses in shopwork, which include the same train- 
ing as is given in all of the regular Institute courses, may be taken 
by teachers who can devote an entire academic year to the study of 
shopwork and drawing : — 

1°. Carpentry and Wood Turning. This course — sup- 
plying, first, a thorough training in the use of carpenter's tools, and, 
second, a similar training in the use of the wood lathe and wood- 
turner's tools — is given during the first half-year, and consists of 
three exercises each week of three hours each. 

2°. Pattern IVCaking. Those having successfully completed 
1° may take up pattern making during the second half-year. The 
course consists of two exercises each week of three hours each. 

3°. Foundry Work. A short course in light bench moulding, 
consisting of fifteen exercises of three hours each, is given during the 
second half-year, and is arranged to accompany the course in pattern 
making. 

4°. Forging. This course includes instructfon in the forging 
of iron and steel, and continues throughout the year. Two three- 
hour exercises are given each week during the first half-year, and one 
three-hour exercise is given each week of the second half-year. 

5°. Chipping and Filing. This course of exercises in bench 
work is arranged to give a systematic training in the use. of chipping 
chisels and files, and concludes with exercises in fitting and scraping. 
The course continues through the first half-year and about five weeks 
into the second half-year, there being one three-hour exercise each 
week. 

6°. Machine Tool Work. This course is given in the second 
half-year to those taking 5°, and includes training in lathe work, drill- 
ing, shaping, planing, milling, and grinding. During the first five 
weeks six hours each week, and in the last ten weeks nine hours each 
week, are devoted to this work. 

IVEechanical Drawing. Since all shopwork exercises are exe- 
cuted from working mechanical drawings, a knowledge of mechanical 
drawing is necessary for success in the various courses. The shop- 
work courses are so arranged that those not having a knowledge of 
mechanical drawing may take the courses of mechanical and free- 
hand drawing given to the students of the first year. 



19 



AFTERNOON COURSES. 

The following courses, covering nearly the same ground as those 
previously mentioned, may be taken by a limited number of appli- 
cants who have two or more free afternoons each week : — 

7°. Carpentry and Wood Turning. A course, consist- 
ing of thirty exercises of two hours each, may be taken during the 
first half-year on Monday and Thursday or on Tuesday and Friday 
afternoons. 

8°. Pattern Making. Those successfully completing 7° may 
take a course in pattern making, consisting of fifteen exercises of two 
hours each, during the second half-year, on either Monday, Tuesday, 
Thursday, or Friday afternoons. If it is desired, this course may be 
extended to cover two or more afternoons each week. 

9°. Forging. A course, consisting of fifty-five exercises of two 
hours each, may be taken on Monday, Wednesday, and Friday after- 
noons during the first half-year, and on Monday and Wednesday or 
Tuesday and Thursday afternoons during the first five weeks of the 
second half-year. 

10°. Chipping and Filing. Following 9° a partial course 
in chipping and filing is given on Monday and Wednesday or Tues- 
day and Thursday afternoons of the last ten weeks of the second 
half-year. 

Special arrangements may be made for entering any of the shop- 
work courses, provided the applicant can attend all of the regular 
exercises. 



LIBRARY OF CONGRESS 

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030 008 446 1 



LIBRARY OF CONGRESS 
030 008 446 1 4 



